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31.
Andrei Mogoutov Alberto Cambrosio Peter Keating Philippe Mustar 《Journal of Informetrics》2008,2(4):341-353
Using the example of microarrays, one of the constitutive technologies of post-genomic biomedicine, this paper introduces a method for analyzing publications, patents and research grants as proxies for “triple-helix interfaces” between university, industry and government activities. Our method creates bridges that allow one to move seamlessly between publication, patent and research project databases that use different fields and formats, and contain different information. These links do not require pre-defined categories in order to search for correspondences between sub-topics or research areas in the three databases. Finally, our results are not restricted to quantitative information but, rather, allow one to carry out qualitative investigations of the content of research activities. Our approach draws on a combination of text-mining and network analysis/mapping software packages. 相似文献
32.
Andrei Gomez-Suarez 《比较教育学》2017,53(3):462-482
ABSTRACTIs there a need for a new field within Peace Education that looks at the complex dynamics of transitional societies in the post-truth era? What formal and informal pedagogical strategies might be best suited for transforming ‘emotional anti-peace mindsets’? Drawing on practical examples from the complex political contingencies in Colombia, this article positions the concept of Peace Process Pedagogy within discussions in Critical Peace Education and Critical Contemplative Pedagogy. It encourages critical pedagogues to develop strategies to dismantle misinformation about peace policies, to engage in open conversations about emotions, and to work with embodied action. 相似文献
33.
Andrei Petrovich Ershov 《Prospects》1987,17(4):559-570
Conclusion We are on the verge of the virtually unlimited development and spread of electronic computing equipment. The computer is becoming man's intellectual instrument and partner in nearly all spheres of human life and activity. The need to update the information model of the world in the form of programs and the constantly growing complexity of the environment require, and at the same time permit, a considerable rise in society's intellectual level.The laws of information processing, the methods of transition from knowledge to action and the ability to develop and analyse programs and foresee the results of their execution should feature prominently in this advance of the human intellect. The computer will be more than a mere instrument in the educational process; it will lead to the formation of a new intellectual background and a new operational environment for children's development at school and at home. This will hasten their intellectual maturity and make them more active and better prepared for professional activities and for the emergence in the worker of the twenty-first century of a new way of thinking.The goal of introducing computers into education and the approaches to this goal that are taking shape today have no precedents in history. They must be pursued with due regard to the nature, the realities and the cultural and social traditions of the society concerned.Member of the USSR Academy of Sciences and head of the Experimental Informatics Laboratory of the Computing Centre of the Academy's Siberian Division. Member of the United States Computing Machinery Association; Member emeritus of the British Computer Society. He represents the Soviet Union in various bodies of the International Federation for Information Processing and has been chairman and member of the organizing committees of major international congresses. Editorin-chief ofMikroprocessornye sredstva i sistemy (Microprocessor facilities and systems). Author of more than 300 publications. 相似文献
34.
Andrei Marga 《Higher Education in Europe》1999,24(1):131-139
Romanian Minister of National Education since December 1997, the author, a distinguished professor of philosophy assumed his post with a mandate and the determination to bring about a massive reform of Romanian education at all levels in order to bring it into line with state‐of‐the‐art western European practice. What follows is a comprehensive report on the elaboration of the reform plan and its unfolding as of the summer of 1998.
35.
Catherine Bénéteau Zdeňka Guadarrama Jill E. Guerra Laurie Lenz Jennifer E. Lewis Andrei Straumanis 《PRIMUS》2017,27(6):579-597
In this paper, we will describe the experience of the authors in using process-oriented guided inquiry learning (POGIL) in calculus at four institutions across the USA. We will briefly examine how POGIL compares to and fits in with other kinds of inquiry-based learning approaches. In particular, we will first discuss the unique structure of a POGIL activity, which includes a model and a learning cycle of specific types of questions. We then turn to a discussion of the particular characteristics of a classroom implementation of a POGIL activity, including facilitation strategies an instructor might use, the importance of specified student roles in groups, and different ways of reporting out. Finally, we provide some preliminary data on student pass rates in non-POGIL and POGIL calculus classrooms in the participating institutions. Throughout the paper, we use examples from student dialogues as groups were working through POGIL activities developed for Calculus I by the authors. 相似文献
36.
Young Children's Self‐Concepts Include Representations of Abstract Traits and the Global Self 
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下载免费PDF全文 There is debate about the abstractness of young children's self‐concepts—specifically, whether they include representations of (a) general traits and abilities and (b) the global self. Four studies (N = 176 children aged 4–7) suggested these representations are indeed part of early self‐concepts. Studies 1 and 2 reexamined prior evidence that young children cannot represent traits and abilities. The results suggested that children's seemingly immature judgments in previous studies were due to peculiarities of the task context not the inadequacy of children's self‐concepts. Similarly, Studies 3 and 4 revealed that, contrary to claims of immaturity in reasoning about the global self, young children update their global self‐evaluations in flexible, context‐sensitive ways. This evidence suggests continuity in the structure of self‐concepts across childhood. 相似文献
37.
Beilstein Shereen Oca Henricks Genevieve M. Jay Victoria Perry Michelle Bates Meg Schleppenbach Moran Cheryl G. Cimpian Joseph Robinson 《Journal of Mathematics Teacher Education》2021,24(3):283-308
Journal of Mathematics Teacher Education - This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday... 相似文献
38.
The purpose of this research was to examine student perceptions of academic integrity among faculty and peers at a sample
of public universities in Romania. The study explores the factors that influence academic dishonesty among college students
and compares the relative importance of faculty influences and peer influences on students’ intent to cheat. The study differs
from the existing literature on academic integrity in that it examines the degree to which student cheating in college is
influenced by the quality and relevance of instruction and the academic dishonesty of instructors and peers. 相似文献
39.
Elena Andrei 《The Educational forum》2019,83(1):102-120
This study looked at how five adolescent English Learners (ELs) in an English as a second language class use the available digital technology. Data collected consisted of classroom observations, student and classroom documents, and focus student interviews. Data collection and analysis were simultaneous processes. Findings suggest adolescent ELs use their personal smartphones and school-provided laptops on a regular basis for entertainment and scaffolding purposes. 相似文献
40.
Understanding what constitutes the perceived value of foreign education to international business students is critical for business schools in order to achieve their recruitment targets. One established method relies on a financial interpretation of the costs and benefits of business education. By contrast, this study advocates a holistic approach by employing the concept of “internal” and “external” career success as its theoretical underpinning. A survey of undergraduate Chinese students in two British business schools based on such approach provides confirmation of the importance of an individual's judgement of own success as the foundation of value‐related expectations and suggests that academic practice should be concerned with a wider range of competencies and responses to individual attitudes, shifting emphasis towards a greater spectrum of social values. 相似文献